ピナー リチャード

<jats:title>Abstract</jats:title><jats:p>This article describes the professional identity formation of a group of pre‐service English as a foreign language student‐teachers at an initial English language teacher education program in Argentina. To this effect, a four‐year longitudinal study was designed drawing on the concept of funds of identity. Participants’ drawing of significant circles and interviews were used to document the main components of their funds of professional identity and the factors which informed their construction. In this paper, we specifically describe three student‐teachers’ funds of professional identity to exemplify three trends identified across the participants: (1) knowledge as a constant fund, (2) a shift from past to present and future funds, and (3) a shift from external to internal funds. Drawing on Esteban‐Guitart’s (2014) typology of funds of identity, this study puts forward a typology of funds of professional identity which incorporates three new funds, valuative, disciplinary, and anticipatory, to understand student‐teachers’ trajectories in language teacher education.</jats:p>

<jats:p>Humanizing complexity research is already strongly advocated by much of the literature on complexity (Kramsch, 2011; Larsen‐Freeman, 2011; Sampson, 2016) and yet there is a recent trend towards a potentially alienating approach, which could confound readers, utilising a dense vocabulary and overly technical methods. We advocate a more practical approach to complexity thinking, which continues on from McKinley’s (2019) paper on the teaching‐research nexus by advocating more practitioner‐based research which can provide emic and contextually situated insights into the language classroom.</jats:p>

This is actually the second time I have read this book, as it came out in 2017 when I was just finishing my PhD which used Exploratory Practice (EP) as one of the main pedagogical methodologies for...

AbstractThis inquiry had two primary aims; firstly to evaluate the feasibility of using autoethnography to gain an informed and more descriptive view of past teaching experiences and secondly to understand more about the experience of a teacher’s professional development in order to become a more reflective practitioner. This paper presents a narrative examining my experience of one of the high-points of my professional career as a language teacher. Through this inquiry I came to realise that I had begun a process of ‘mythologising’ this particular class, specifically by inadvertently foregrounding the final video project produced by one group of learners at the expense of a more holistic reflection. Autoethnography was employed as a means of re-examining the experience more methodically, thus benefiting my current practice whilst also exploring the usefulness of the research method. The findings highlight both the advantages and potential problems of narrative methods of inquiry and self-reflection.

第1部: 論文編

<jats:p> In this article I outline how and why I have established a self-assessment system for class participation scores in an English-speaking skills course at a Japanese university. I explain how my experience with one particular student, who personally admitted to having abused the system, led me to realize that elements from Yin and Yang have been playing an important part in my beliefs as a teacher, helping me to improve my self-assessment system and further reflect on my practice. Narrative inquiry is employed as both the primary means of collecting and analysing data, although as this is Exploratory Practice inquiry I triangulate my narrative using other sources arising from pedagogically generated materials and my own teaching journal. Through this inquiry I came to realize that sometimes bad experiences and overcoming difficulties can actually become good learning experiences if the right attitude is employed. In trying to deal with one particularly problematic student I was able to identify problems with the design of my assessment system, and thus make changes which improved the course for all participants. I believe I was more reflexive and alert to these improvements because of the Exploratory Practice inquiry that I was conducting. I was also able to identify how I placed special emphasis on issues of trust and taking responsibility, which I now recognize as having been central justifications for designing the self-assessment system in the first place. </jats:p>

<jats:title>Abstract</jats:title><jats:p>Native-speakerism and authenticity are two subjects that have been written on extensively in the field of English language teaching, but the links between the two have yet to be explored in any great depth. This paper extensively reviews the literature on native-speakerism and authenticity and outlines where the connections between these two concepts, both practical and theoretical, may lie. Native-speakerism and authenticity are first briefly introduced and contextualised separately, and a theoretical framework is then presented to explain the connections between them based on the key foundational topics of authority, culturism, and cultural capital. Following this, the paper moves on to explain how these connections manifest in the ELT industry to influence the lives of ‘non-native speaker’ teachers in terms of student perceptions, self-perceptions, and professional discrimination, and how these are both influential on, and propagated by, the sales rhetoric of the ELT industry. Finally some suggestions are given for possible avenues of future research.</jats:p>

The choice of what materials to use in the language classroom is perhaps one of the most fundamentally important and difficult decisions teachers and those responsible for choosing textbooks are faced with. Authenticity is often seen as a desirable component in the content we select and adapt for our language learners, and it has been shown that authentic materials are more motivating, even for low-level learners (Peacock, 1997). The term authentic is often used to describe materials which were not originally designed for the purpose of language learning, but that were designed to have some purpose within the target language culture, such as a newspaper or novel. An unfortunate consequence of this is that authenticity is still often defined in reference to the target language's ‘native speakers’ or L1 community, particularly in EFL contexts, or what Kachru (1985) would label the Outer Circle communities. In other words, where English is taught as a foreign language, both teachers and students often regard ‘native-speakers’ as being the ideal model and therefore an example of authenticity. For example, Tan (2005) criticises corpora investigations of learner English for holding the view that authentic language use is equivalent to ‘native-speaker’ usages. She goes on to criticise not only corpus research but also textbook publishers for still not taking into account ‘the inextricable link between language and culture’ (2005: 127). In the academic world, culturally embedded notions of authenticity relating to ‘native-speakers’ have been challenged for decades (Smith, 1976). And yet I would argue that in mainstream textbooks and in most EFL language classrooms the native speaker still retains a ‘privileged position’ (Clark &amp; Paran, 2007: 407). As Widdowson (1996: 68) puts it:Authenticity concerns the reality of native-speaker language use: in our case, the communication in English which is realized by an English-speaking community. But the language which is real for native speakers is not likely to be real for learners […] They belong to another community and do not have the necessary knowledge of the contextual conditions which would enable them to authenticate English in native-speaker terms. Their reality is quite different.

This paper examines the various and problematic definitions of the term ‘authenticity’ with regards to CLIL and mainstream language pedagogy. Using questionnaires, teaching journals and in-class group interviews with students from a variety of different CLIL courses, this paper outlines a small-scale study conducted in Japan to examine CLIL students’ own perceptions of authenticity within language teaching and the relationship between content and authenticity. It also examines the students’ learning aims in an attempt to establish whether there was any preference in terms of content knowledge or language acquisition. Results indicated that, just as CLIL is defined as having ‘dual focused aims’ (Marsh, 2002), the students likewise held both content and language to be equally important. Content was also found to be the most important aspect in defining authenticity. Students expressed dissatisfaction with previous grammar-translation based instruction and advocated a more authentic and content-driven approach to language learning.

This is a feature in which individuals are invited to express their personal, and sometimes controversial, views on professional issues. These views are not necessarily those of the Editor, the Editorial Panel, or the Publisher. Reaction to Comment features is especially welcome in the form of a letter to the Editor. © The Author 2009. Published by Oxford University Press; all rights reserved.